2d. The conduct of the pupils on any part of the premises connected with the school house, or in the immediate vicinity of the same (the pupils being thus virtually under the care and oversight of the teacher), whether within the regular school hours or before or after them, is properly cognizable by the teacher. And any disturbances made by them, or offenses committed by them, within this range, injuriously affecting in any way the interests of the school, may clearly be the subjects of reproof and correction by the teacher.

3d. In regard to what transpires by the way, in going to or returning from school, the authority of the teacher may be regarded as concurrent with that of the parent. So far as offenses are concerned for which the pupils committing them would be amenable to the laws, such as larcenies, trespasses, etc., which come more particularly within the category of crimes against the State, it is the wisest course generally for the teacher (whatever may be his legal power) to let the offenders pass into the hands of judicial or parental authority for discipline and punishment. And it is never worth while for teachers to exercise any doubtful authority, as they may thereby involve themselves in controversies with parents and others, and expose themselves to the liability of being harassed by prosecution at law.

But as to any misdemeanors of which the pupils are guilty in passing between the school house and their home, which directly and injuriously affect the good order and government of the school, and the right training of the scholars, such as truancy, willful tardiness, quarreling with other children, the use of indecent and profane language, etc., there can be no doubt that these come within the jurisdiction of the teacher, and are properly matters for discipline in the school.

A recent decision in the Supreme Court of Vermont, illustrates and fully accords with the foregoing positions. In the case referred to, a boy outside of the school house premises and of the school hours also, in the presence of other pupils of the same school, used towards the master, and in his hearing, contemptuous language, with a design to insult him. The Court decided that the master rightfully punished the boy for the misbehavior, because it had a

direct and immediate tendency to injure the school by subverting the master's authority and begetting disorder and insubordination among the pupils.

The same doctrine is substantially recognized in the decisions of our own Supreme Court; and we would again refer, respecting this and other kindred topics, to the elaborate opinion of Judge Shaw in the case before cited. [Sherman vs. The Inhabitants of Charlestown, 8 Cushing's Massachusetts Reports, 160.]

The governing principle in all cases like the Vermont case is, that whatever in the misconduct of pupils under like circumstances, as to time and place, etc., has a direct tendency to injure the school in its important interests, is properly a subject of discipline in the school.

It is sometimes objected to the foregoing views that the responsibilities of teachers are in this way enlarged to an improper extent, that if their authority extends beyond the school house limits and the school hours, their responsibilities must be increased in a corresponding ratio. But to this it may be answered, that the matter is to have a reasonable construction; that it cannot be expected that a teacher will follow his pupils into the streets to watch their conduct when beyond his view and inspection; the extent of his duty in this respect can only be to take cognizance of such misconduct of his pupils, under the supposed circumstances, as may come to his knowledge incidentally, either through his own observation or other proper means of information.

4th. Teachers may, at their discretion, detain scholars a reasonable time after the regular school hours, for purposes connected with the discipline, order, or instruction of the school. This practice has been sanctioned by general and immemorial usage among our schools, and by the authority and consent of school committees, expressed or implied, and has been found exceedingly useful in its influence and results.

There is no law defining precisely the school hours as they are termed, or the hours within which the schools are to be kept. This is regulated by usage or by the direction of school committees, varying in different sections of the Commonwealth, and also in different seasons of the year. In some places the number of school

hours each day is six, in others five or less. In some, two sessions a day are held, in others but one, as may be determined in each case by the respective committees. The practice under consideration, of occasionally detaining pupils after regular school hours for objects connected with the school arrangements, rests precisely upon the same authority. The same superintending power that regulates and controls in the one case, does the same thing in the other. Yet the right in question should always be exercised by teachers with proper caution, and a due regard to the wishes and convenience of parents.

It may be urged by ways of objection to the practice in question, that if a teacher can detain a pupil a quarter of an hour, he can an hour, or two hours, and indeed to any extent whatever, without limitation.

The answer to this is obvious-that the abuse of a practice is no argument against its general propriety and expediency; that teachers are supposed, like other agents, to be governed by reason and sound judgment in the performance of their duties, and, if in any case, they should grossly pervert the confidence and authority reposed in them in respect to this matter, they would, as in other like cases, be held responsible for the perversion.-Hooker's Essay.

DRAWING.

THIS important branch of education does not receive the consideration to which it is entitled. The majority of persons regard it as trivial amusement, acquired at the expense of something else; whilst others deem it an accomplishment, only suitable for young ladies who may be wealthy enough to follow their own inclinations. Allowing it to be an amusement, and also an accomplishment, let us look a little deeper, and we shall find that it is one of the most valuable portions of a child's education. Let us consider it practically. No mechanical trade can be successfully carried on without some knowledge of drawing. The boy learning his business, starting with some practical knowledge of drawing,

will be an expert long before one who has not that advantage. His eye is cultivated, his hand is steady, he does not depend upon rule, or compass, and consequently, in place of having to acquire this ability, and cultivate a taste, he has only to improve it. The result is, that he becomes at least a good workman, perhaps, an important inventor; for, should he be a genius, he has the power of working out his own ideas, which no person can satisfactorily do for another.

Take away the art of delineating, and what would the inhabitants of one country know of the peculiarities of another? Who is not better satisfied, and who does not better understand a truthful picture drawn with the pencil, in a book of travels, than a written description. Grant, there are many things the pen can describe which the pencil would fail to do; still, a rough sketch will often explain satisfactorily what the pen could give but an imperfect idea of. Scenery can be described only to a certain extent; a truthful picture requires no explanation. How could those who have never had the opportunity of seeing them, tell the forms or appearance of Mount Vesuvius, vomiting forth its streams of fiery lava, or of Mount Blanc, with its icy precipices and eternal snows; the beauties of the Bay of Naples, or remarkable structures of ancient and modern times, fortifications, etc., were it not for the Art of Drawing? What should we know of our fellow-creatures in other lands, their customs, dress, etc., or of the existence and shapes of strange animals, seen by travelers? What should we know of architecture, anatomy, geology, botany, conchology, etc., were it not for the sketches and illustrations made for us to study from? Some say the engraver does all that; it is his business. The engraver knows no more of these things than any other person; he merely works from a given sketch. It is a mistake to suppose that because the pictures are engravings, that engravers originate them. Whatever the subject to be drawn may be, sketches or ideas are provided, unless in the case of designs for diplomas, mining stock, etc.

As an amusement, drawing is one of the most instructing, interesting, and satisfactory that can be conceived; as an accomplishment, one of the most refined. The beauties of everything natural and artificial are apparent to the artist in a greater or less degree, according to the manner in which he has cultivated his taste. If

he has studied from nature, then does a simple flower possess more beauty in his sight than a whole bouquet would in those of another person. He does not notice simply its brilliant color or fragrance, but the grace of outline, and delicate blending of lights and shades. Should he not observe these things for the purpose of imitating them, then would the drawing be but a poor attempt. In like manner is the beauty of a face, a landscape, the form of an animal, or the curves and combinations of ornamental design impressed upon the mind.

In point of utility, the value of drawing is incalculable. As an amusement, it should be encouraged by parents, in purchasing such materials as will be needed from time to time by their children; and by teachers, in noticing and assisting their pupils.

If the study be properly pursued, it must prove useful, and will be a resource when other things fail, and an accomplishment of the highest order. H. B.

EXAMINATION AND ELECTION OF TEACHERS.

AT the last meeting of the San Francisco Board of Education, the Committee on Examination of Teachers submitted a report from which we make such extracts as may be suggestive to school officers when engaged in the election of teachers:

1st. In the month of April of each year the Committee on Examination of Teachers, and the Committee on Classification of Schools, shall canvass the list of teachers in each District, and after consulting with the Director of the District, they shall decide upon the persons whom they will recommend for reëlection, and said committees shall, at the annual meeting in May for the election of teachers, recommend for nomination by the Board, the persons thus approved. And in case the committees have decided not to recommend any teachers for reëlection, they shall, if deemed expedient, give notice of their intention to said teacher before the annual election. [See Boston Manual, sec. 21.]

2d. When a vacancy in any District shall render the election of